<p>This article presents various understandings provided by a group of 120 rural schoolteachers from the provinces Caldas, Huila, Casanare, Atlántico, Putumayo and Chocó about their teaching practice and the impacts thereof on the development of skills in the students. These understandings evince a context of inequity but also of opportunities. To answer the questions about ethical-political capacities, experiences and pedagogical and didactic knowledge related to the peace building, a survey was firstly applied to ask about capacities. Afterwards, five pedagogical workshops were carried out in each province where the teachers told their peace experiences, performed their criticism to the rural education system and discussed critically on their formation needs in relation to the peace building and their quest for a more equitative society. The results show that the peace building in the rural schools is linked to a PEI (Institutional Educative Project) that provides a flexible curriculum in keeping with the community conditions. It also strengthens their territorial autonomy and identity, fulfills the needs of different ethnic groups and populations, and fosters the participation of the community in the decision-making.</p>